IRIS ACTIVITY (Adrian Garcia)agarciamen.weebly.com/.../iris_activity_(adrian_garcia).pdf · 2019....
Transcript of IRIS ACTIVITY (Adrian Garcia)agarciamen.weebly.com/.../iris_activity_(adrian_garcia).pdf · 2019....
1. Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom. -‐ Text reader: it can help a blind person to listen to a lesson for the second time, it can help students to listen to their homework without the need of any extra person. -‐ Braille book: once you learn the braille language, it helps blind people to read. It helps our students to have the same information that is contained in the textbook but in braille format. -‐ Audio book: they are useful for our blind students because they can listen to lessons, textbooks or different books without the help of an adult. -‐ Dictation software: it helps our blind students to produce texts while dictating. I consider these 4 as the main AT for blind students. 2. Explain two reasons why it is necessary to consider AT for students with disabilities. Because AT improves the functional performance of an individual with a disability, allowing them to communicate, perform academic tasks, move or travel around the school, use proper seating and positioning. It also provides access to materials and it allows them to participate in social and extracurricular activities. Besides, it also helps the students to complete their work and meet their educational goals.
3. Why is it important to consider both AT devices and services?
AT can come in the form of devices and services. These forms of assistive technology go hand-‐in-‐hand because success for a student is dependent not only on having access
to a device but also on having the support and services needed to use it effectively. 4. Describe three responsibilities of the Implementation Team.
Implementation Teams have as responsibilities the need to know what an AT is and how can they help students overcome the barriers they face because of their disability. They also need to know someone who knows how to use it and properly implemented, making sure that needs are being met and that resources are being used wisely. They have to be able to provide information to other team members about potential AT options and prepared to search for and identify new AT options.
5. List three outcomes the Implementation Team can determine by evaluating a student’s assistive technology.
a) Student feedback to determine whether the student likes the AT and feels that it is helpful b) Observations to establish whether the student uses the AT and appears engaged and interested in using the device. c) Performance data to determine whether the AT helps the student to perform the intended task(s)
General education teachers should understand that AT outcomes should be measured using classroom-‐based content related to the student’s expected performance.
6. Imagine you are a seventh-‐grade general education language arts teacher and a student in your class has an upcoming IEP meeting. What types of information should you gather ahead of time to contribute to the discussion of the student’s AT needs? Name at least four. -‐ To know what is AT. -‐ Difficulties that the student has found during the class. -‐ Where are the subjects and moments when he/she struggles the most. -‐ To know what is the disability that my student have and its characteristics. -‐ To review the literature in terms of other cases where students with disabilities were in a language art class and ways to help those students. -‐ To ask teacher with experience using AT.
7. During the meeting suggested in the example above, the IEP team recommends AT for the student. As a general education teacher, describe your role in the AT implementation and evaluation processes. You have to understand the student’s needs, such as: -‐ Know the student’s strenghts and weaknesses. -‐ Participate in AT training to learn about the student’s AT.
-‐ Take note whether AT is isolating the student from his or her peers. (Evaluation) -‐ Regularly monitor the student’s progress. (Evaluation) Encourage AT use: -‐ Learn how to use the student’s AT device(s). -‐ Make time for students to become familiar with equipment. -‐ Incorporate AT into the regular school day. Collaborate and communicate: -‐ Communicate with teachers and family members about what is and is not working. (Evaluation) -‐ Use Websites, blogs, and listservs to find helpful answers to questions or to find out how others have successfully implemented AT in the classroom. -‐ If the AT is not working for the student, communicate with the IEP team to consider new AT options. (Evaluation) We will also be evaluating and checking if the AT is working adequately, if additional training is needed and if product adaptation is needed.